Estimation and Identification of the Complier Average Causal Effect Parameter in Education RCTs

Autor/inn/en	Schochet, Peter Z.; Chiang, Hanley S.
Titel	Estimation and Identification of the Complier Average Causal Effect Parameter in Education RCTs
Quelle	In: Journal of Educational and Behavioral Statistics, 36 (2011) 3, S.307-345 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-9986
DOI	10.3102/1076998610375837
Schlagwörter	Computation; Identification; Educational Research; Research Design; Scientific Methodology; Statistical Analysis; Statistical Inference; Effect Size; Compliance (Psychology) + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Bildungsforschung; Pädagogische Forschung; Forschungsdesign; Statistische Analyse; Inferential statistics; Schließende Statistik
Abstract	In randomized control trials (RCTs) in the education field, the complier average causal effect (CACE) parameter is often of policy interest, because it pertains to intervention effects for students who receive a meaningful dose of treatment services. This article uses a causal inference and instrumental variables framework to examine the identification and estimation of the CACE parameter for two-level clustered RCTs. The article also provides simple asymptotic variance formulas for CACE impact estimators measured in nominal and standard deviation units. In the empirical work, data from 10 large RCTs are used to compare significance findings using correct CACE variance estimators and commonly used approximations that ignore the estimation error in service receipt rates and outcome standard deviations. The key finding is that the variance corrections have very little effect on the standard errors of standardized CACE impact estimators. Across the examined outcomes, the correction terms typically raise the standard errors by less than 1%, and change "p" values at the fourth or higher decimal place. (Contains 8 tables and 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10